Exploring the Policy Implications for “Flexible” Provision in an Integrated

Post-schooling system

Dr EL Van StadenDHETNADEOSAJune 2014

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• National Development plan (NDP)

• White paper on PSET / White paper on Transformation (WP3)

• Medium Term Strategic Framework (MTSF)

• National Plan for PSET

National Planning framework

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Conceptual vs contextual

INTEGRATED

COHERENT

ARTICULATION

EXPANSION

QUALITY PARTNERSHIPS

EFFECTIVE

INNOVATION

POST-SCHOOL

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• Contextualising the environment of the of Post-school education and training system (PSET) and policy implications.

• Distance education as in the White Paper for Post-school Education and Training

• Overview of the Policy for the Provision of Distance Education in South African Universities in the context of an integrated post-school system

Structure of presentation

UOT

Q Assurance

Outcome A Skilled and Capable Workforce

Deliverable People in Occupations

Strategy Integrated, coordinated Post School System

PathwaysVocational

Technical/Occupational Professional Formative

TVET Colleges &Artisan Training CU U

WPBL

Companies

NQF 5-10

Articulation

Progression

QCT

O

(NQ

F 1-

8)

CHE (N

QF 5-10)

Community Colleges

Prof Bodies

Mechanism

TVET Lecturers

Levy Institutions (SETAs)

NQF 1-4

UMAL

USI

(N

QF

1-4)

Principles Quality - Economic productivity - integration - Diversity - efficiency

R & I

Process1. Liaison/Partnerships2. Training Spaces

• Learners • Lecturers

3. Skills Planning (Occupational Teams)4. Apprentice contracts5. Reskilling

R & D

Curriculum Reform (SAIVCET)

Funding • 30% from Companies• NSF Levy

Proposed Framework for PSET System

Lecturer Training

WPBL Regulations

SAQ

A

Agricultural/Higher education

Colleges

NQF 5&6 --->

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• Policy for teacher and educators in the adult education

• Policy for teachers and educators in the TVET colleges

• Policy for Distance Education provisioning• Policy on open learning ……..• Policy on differentiation…….• Policy on partnerships / collaborations……..

Policy gaps???

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• Distance and contact education will help to expand access, increase flexibility, cut costs and improve quality and s seen as a strategic enabler to improve learning opportunities

• The DHET supports the development of a post-school sector based on open learning principles where quality learning environments are constructed which take account of student context and use the most appropriate and cost-effective methods and technologies

• Education should be conceived as being on a continuum between classroom-based and distance education, with various intensities of e-learning involved

EXPANSION: Open learning through diverse modes of provision

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• Comprehensive ICT infrastructure for all public post-school institutions, particularly providers of distance education, will be established

• Professional development programmes for staff (t&l; TECH; admin supp) in various aspects of ODL

• The establishment of dedicated distance capacity for TVET and adult education will be considered

• A network of distance education providers will be created and must collaborate to develop/share materials, experiences etc.

• A network of shared learning and support centres should provide administrative and logistical support, incl. access to digital and online materials and online library services

• Quality assurance of DE must be strengthened – incl. cross-border

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Provides a statement for:

•provisioning and expansion of quality distance education at specifically higher education institutions because of its unique features.

•significant contribution to the required growth in the sector in light of the needed expansion.

•Greater access needed in the system: (1)in terms of both numbers and diversity in ways that offer(2)courses or programmes of proven quality (3)that are also affordable

Policy for the Provision of Distance Education in South African Universities

The contribution and purpose of distance university education

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• Providing access to students for whom full-time contact education opportunities are either inappropriate or inaccessible.

• Seeking to expand access to educational provision to significantly larger numbers of students

• Providing low enrolment niche programmes that have a high impact and are required by small numbers of students across the country

• Offering outstanding modules for students at contact institutions who require one or two modules to complete the necessary requirements for proceeding to their next year of study, or to complete their qualifications

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Distance education is:

-a mode of provision based primarily on a set of teaching and learning strategies (or educational methods) that

-can be used to overcome spatial and/or transactional distance between educators and students. It avoids the need for students to discover the curriculum by attending classes frequently and for long periods. Rather,

-it aims to create a quality learning environment using an appropriate combination of different media, tutorial support, peer group discussion, and practical sessions.

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• Increasing use of terms such as ‘blended’, ‘flexible’ and ‘mixed’ provision leads to unique possibilities and challenges of distance education provision being often overlooked

• The DHET wishes to retain focus on distance education provision as a distinct subset of provision because of the potential of distance provision to:

1. Open access to post-schooling education opportunities for those who cannot or who choose not to attend traditional campus-based provision.

2. Lower costs per student by amortising curriculum design, materials development and some teaching costs across larger numbers of students and by obviating the need for continuing investment in physical infrastructure.

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1. Providing a system wide definition for what constitutes distance education provision

2. Supporting well-managed growth in quality distance education provision, including in institutions other than Unisa

3. Access with success : Ensuring that distance education provides not only opportunities for access but also a reasonable chance of success

4. Ensuring that distance education provision is funded based on empirical evidence of relative costs of different modes of provision

Key provisions of the policy statement

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5. Strengthening capacity to accredited distance education provision and hence to regulate who can offer accredited distance programmes

6. Promoting the development and use of Open Educational Resources (OER)

7. Creating an enabling environment for appropriate integration of ICT to enhance distance education provision in both universities and other post-schooling institutions. In particular, the DHET will work to ensure that every post schooling student has reasonable access to affordable connectivity

Scope and purpose of this policy

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• It should be read in conjunction with other policy documents affecting universities

• This policy is part of a broader focus on building the capacity of the post-school system but focuses primarily on university education because of its unique features.

• The WP states that greater collaboration between the University sector and the TVET and Community College sector, is needed by utilising more flexible forms of provision to increase access.

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•The growing convergence of the ways in which traditionally face-to-face and traditionally distance education institutions offer their programmes is recognised.

•However, the DHET will continue to distinguish between ‘contact’ and ‘distance’ provision for the foreseeable future: funding in the short to medium term as well as quality issues

•The focus of this policy is on distance education provision which is not synonymous with open provision.

Steering mechanisms

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Planning• The DHET will provide guidelines for, and engage with

institutions: appropriate Programme and Qualifications Mixes (PQMs) and institutions’ capacity to contribute towards national needs

• The DHET supports institutions, both public and private, in offering distance programmes based on mission and profile, carrying capacity, meet the required quality standards in relation to delivery, academic development support for under-prepared students. These requirements also apply to Unisa.

• Institutions may enter into partnerships to facilitate the provision of support for distance education students: must align with the DHET’s Policy on Partnerships and Collaborations

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• There is a firm intent to use the throughput rates of cohorts of students as a measure of the efficiency and effectiveness of distance education, as well as success rates and there should be a closer correlation between graduate output from contact and distance provision

Funding arrangements• The DHET is committed to exploit the potential of large-scale

provision to reduce per student costs. However, this must not be at the expense of quality.

• Specific funding arrangements for distance provision, including the possible utilisation of teaching grants, will be articulated in any revised funding framework, emanating from the Ministerial Review for University Funding

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Quality assurance•The quality of distance programmes needs to be strengthened•This policy requires the CHEs HEQC and the QCTO to ensure they become fully equipped to evaluate new distance programmes

•This policy statement also reaffirms the minimum requirements for quality distance education provision (NADEOSA).

•Research into the factors affecting drop-out, stop-out and failure rates needs to take place and be acted upon to ensure student success

•It is required that institutions develop a sustained programme to ensure that students have appropriate expectations and are aware of their rights regarding distance education provision

•Institutions have an obligation to ensure provision of an appropriate learning environment for those students who have been accepted

Creating an enabling environment for expanded distance education

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Emphasis on national infrastructure, approaches and system requirements that will support the expansion of quality distance education across the board – in university education, in national post-school interventions and foundational programmes and also for possible non-formal uses. Collaborative development of shared high quality learning programmes and resources and use of OER: •The DHET will pursue the adoption or adaptation, of an appropriate Open Licensing Framework, for use by all university stakeholders.

•Teaching and Learning Grants will be tailored to encourage collaborative development and use of Open Educational Resources

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Improved access to and use of appropriate technology:

Supporting a wider range of post-school study options Technological infrastructure for post school provision: •Proposals - National task teams will be established to identify and develop programmes and resources collaboratively that will address specific national development needs, and make available the resources under an appropriate open licence.

Shared learning and support centres: •The government remains committed to the development of “Multi-Purpose Community Centres” - potential to be a shared resource for the post-school/university education sector and cooperation between institutions in establishing, staffing, equipping and running such centres is encouraged

Cross-border distance university education

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The need for regulation•Must be regulated in accordance with South African law to ensure that acceptable standards are maintained, students are protected and the democratic transformation of South African university education is sustained

Code of conduct for South African providers•The DHET is in a process of developing an agreed framework of principles and guidelines for action by all bodies and institutions in South Africa concerned with offering and receiving cross-border university education, and offering joint degrees within a range of diverse partnership models.

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Thank you